Perkins, M. (2013). Omissions and presuppositions in Kei Tua o te Pae: A critical discourse analysis. NZ Research in Early Childhood Education Journal, 16, 71-82.
Abstract
This research note describes some of the findings from an analysis of three introductory booklets of “Kei Tua o te Pae”, an early childhood assessment practice resource produced by the New Zealand Ministry of Education.
Analysis involved taking a critical discourse perspective to identify ways in which text was likely to persuade readers to ignore omissions and to accept without debate a particular assessment discourse. This result was in contrast to the stated purpose of the resource, which was to encourage informed discussion.
Questions based on Gee’s (2011) inquiry tools were used as lenses for close reading of the introductory booklets from Kei Tua o te Pae. Three of these questions are described here, as are the findings from that part of the research, which suggest the ECE assessment discourses were changed at least in part through persuasion by omission and presupposition.
Key words: Assessment; Learning Stories; pedagogy; Kei Tua o te Pae.
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